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The perceptions, experiences and expectations of educators about their own professional development in schools
Dissertation (MEd (Leadership))--University of Pretoria, 2007.
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University of Pretoria
2013
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| _version_ | 1867613459392233472 |
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| access_status_str | Open Access |
| author2 | Prinsloo, Izak J. |
| author_browse | Prinsloo, Izak J. |
| author_facet | Prinsloo, Izak J. |
| collection | Thesis |
| dc_rights_str_mv | © University of Pretoria |
| description | Dissertation (MEd (Leadership))--University of Pretoria, 2007. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/29426 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:36:29.146Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/29426 The perceptions, experiences and expectations of educators about their own professional development in schools Prinsloo, Izak J. upetd@ais.up.ac.za Somo, Morolong Phineas Integrated quality management system Mentoring Staff appraisal Pre-observation Developmental appraisal Appraisal panel Development support group Personal growth plan Staff development programme Integrated education programme Mentoring programme Induction programme Staff appraisal Induction Continuous professional development Staff development teams UCTD Dissertation (MEd (Leadership))--University of Pretoria, 2007. Educational dispensation has brought about radical changes in schools, particularly with reference to curriculum changes and delivery, not only internationally but specifically in South Africa. With a move towards the introduction of new curricular in schools, the concept Continuous Professional Development has been revisited and thus has propagated further review on new approaches of teaching and learning, which leads to the need for establishment of school-based professional development of educators to meet the new challenges of curriculum changes. The school based training of educators should not be seen as short courses or workshops done for the educators, only to be left without a continuous support and guidance. It should be noted that school based educators are part of the community of learners with the shared purpose of ensuring quality learning experiences of all learners, every day, without exception and this is reinforced by the following goals: -- Providing of all school personnel with opportunity of further developing, and enriching their professional skills and knowledge. -- Challenging all school personnel to examine their attitudes and beliefs regarding the capacity of all students at high level, as well as their accountability for continuous improvement in student performance (Fer, 2005:2). The problem is how to cultivate the culture of school based continuous training and participation of all educators in the programmes. The Employment of Educators Act offers enormous possibilities for educators’ professional development. The principal is tasked with the responsibility of establishing staff development progammes, both school based, school focused and externally directed (Personnel Administrative Measures (PAM) of 1998, as determined by the Minister of Education in terms of the Employment of Educators Act, 1998). It also stress that curriculum delivery is the basic of training in order to effect changes. This study draws a distinction between short courses and workshops, and continuous professional development. Short courses is about training educators for about three to five days and leave the on their own. Continuous professional development means training educators on regular bases with follow ups after thereafter. Finally, principals and School Management Teams should ensure that there school based professional development programmes are established at schools and all educators should participate to ensure appropriate curriculum delivery. Education Management and Policy Studies MEd unrestricted 2013-09-07T15:37:54Z 2007-11-13 2013-09-07T15:37:54Z 2007-07-24 2007-11-13 2007-11-12 Dissertation Somo, MP 2007, The perceptions, experiences and expectations of educators about their own professional development in schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/29426> Pretoria http://hdl.handle.net/2263/29426 http://upetd.up.ac.za/thesis/available/etd-11122007-145612/ © University of Pretoria application/pdf University of Pretoria |
| spellingShingle | Integrated quality management system Mentoring Staff appraisal Pre-observation Developmental appraisal Appraisal panel Development support group Personal growth plan Staff development programme Integrated education programme Mentoring programme Induction programme Staff appraisal Induction Continuous professional development Staff development teams UCTD The perceptions, experiences and expectations of educators about their own professional development in schools |
| title | The perceptions, experiences and expectations of educators about their own professional development in schools |
| title_full | The perceptions, experiences and expectations of educators about their own professional development in schools |
| title_fullStr | The perceptions, experiences and expectations of educators about their own professional development in schools |
| title_full_unstemmed | The perceptions, experiences and expectations of educators about their own professional development in schools |
| title_short | The perceptions, experiences and expectations of educators about their own professional development in schools |
| title_sort | perceptions experiences and expectations of educators about their own professional development in schools |
| topic | Integrated quality management system Mentoring Staff appraisal Pre-observation Developmental appraisal Appraisal panel Development support group Personal growth plan Staff development programme Integrated education programme Mentoring programme Induction programme Staff appraisal Induction Continuous professional development Staff development teams UCTD |
| url | http://hdl.handle.net/2263/29426 http://upetd.up.ac.za/thesis/available/etd-11122007-145612/ |